Self:
Clifton Survey on-line
Meyers-Briggs Inventory
Multiple Intelligences
Complete Four Questions: form draft below
Peer/Colleague
Observation: using questions compiled by teacher as guide
Complete questionnaire on teacher as team player
Review a lesson plan or unit organizer
Complete Four Questions: form draft below
Head/Coordinator
Observation: using questions compiled by teacher as guide
Quarterly check-in
23 Questions
Complete Four Questions: form draft below
Program
Observation: using 4 section form
Observation: using questions compiled by teacher as guide
Review a lesson plan or unit organizer
Complete Four Questions: form draft below
Student
Journal Question/Prompt
Exit Slip
Evaluation Form
Complete Four Questions: form draft below
Parent
Complete Four Questions: form draft below
Draft of Four Questions: Please rate the statements below: (7 is strongly agree, 1 is strongly disagree, 4 is neutral):
1. Professionalism: 1 2 3 4 5 6 7
2. Effectiveness as teacher: 1 2 3 4 5 6 7
3. Knowledge of learning differences: 1 2 3 4 5 6 7
4. Knowledge of subject area: 1 2 3 4 5 6 7
Please add brief comments explaining your ratings:
Accountability:
• Final written reflective report by teacher synthesizing the collected feedback.
• On-going: quarterly check-in with head/coordinator showing evidence of evaluation progress
• Portfolio (choice): traditional 3-ring, website, blog, PowerPoint, multi-media or other digital media.
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RE: The Portfolio
ReplyDeleteThe portfolio element of our teacher assessment model asks teachers to collect and organize feedback generated throughout the school year by the several sources that comprise the 360-degree feedback community: self, peers, division head, program team, students, and parents. Each teacher decides which artifacts to include in his or her portfolio as well as what type of medium to use to create the portfolio. Media options include, but are not limited to, three-ring binders, websites, blogs, PowerPoint files, or any mixed media combination that will allow the teacher to satisfy the objectives of the portfolio assignment.
The portfolio is a year-long project that the teacher presents quarterly as a work in progress for review by his or her division head. Because identifying areas of strength and effectiveness are primary objectives of our assessment model, a teacher's portfolio should emphasize those practices that work demonstratively well for the teacher and which illustrate his or her areas of strength and effectiveness. The data a teacher receives periodically from members of his or her feedback community—including, for example, survey responses, teaching observations, copies of email exchanges with parents, and student evaluations—make ideal portfolio items, as do sample lesson plans and other examples of a teacher's professional practices.
Near the end of the school year, each teacher presents an end-of-the-year, portfolio-supported self-assessment to the division head and whomever else the teacher optionally invites to the presentation (dean, peers, program team, headmaster). The teacher's end-of-the-year self-assessment should highlight ways in which the teacher's personal strengths are reflected in his or her teaching. By this point, the portfolio should be sufficiently populated with documentation collected and organized in such a way as provides supporting evidence for the teacher's self-assessment, so that when the teacher identifies specific areas of strength and effectiveness in his or her self-assessment, material presented in the portfolio validates the teacher's claims.
A second end-of-the-school-year presentation is recommended. For this event, division teachers share portfolio highlights with one another in a year-end celebration of individual and team accomplishments.